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OpenAlex Citation Counts

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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing
Angela M. Lui, Heidi Andrade
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 49

Showing 26-50 of 49 citing articles:

Instructional feedback to support self-regulated writing in primary school
Pernille Fiskerstrand, Siv M. Gamlem
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 4
Teachers’ Perceptions of STEAM Education
Ana Breda, Vanelson Garcia, Nelson dos Santos
International Journal of Technology in Education (2023) Vol. 6, Iss. 4, pp. 700-719
Open Access | Times Cited: 4
Student-Facing Learning Analytics Dashboard for Remote Lab Practical Work
David P. Reid, Timothy D. Drysdale
IEEE Transactions on Learning Technologies (2024) Vol. 17, pp. 1037-1050
Open Access | Times Cited: 1
Mapping oral feedback interactions in young pupils’ writing
Pernille Fiskerstrand, Siv M. Gamlem
Assessment in Education Principles Policy and Practice (2024) Vol. 31, Iss. 3-4, pp. 204-220
Open Access | Times Cited: 1
Effects of writing feedback literacies on feedback engagement and writing performance: A cross-linguistic perspective
Qi Lu, Xinhua Zhu, Siyu Zhu, et al.
Assessing Writing (2024) Vol. 62, pp. 100889-100889
Closed Access | Times Cited: 1
Interconnecting peer feedback literacy: Exploring the relationship between providing and acting on peer feedback
Yi Zhang, Christian D. Schunn, Yong Wu
Studies In Educational Evaluation (2024) Vol. 83, pp. 101411-101411
Closed Access | Times Cited: 1
Online peer feedback training based on self-regulated learning in english as a foreign language writing: Perceived usefulness and students’ engagement
Thi Yen Tran, Qing Ma
Studies In Educational Evaluation (2024) Vol. 83, pp. 101418-101418
Closed Access | Times Cited: 1
Improving Student Feedback Literacy in e-Assessments: A Framework for the Higher Education Context
Tarid Wongvorachan, Okan Bulut, Yi‐Shan Tsai, et al.
Trends in Higher Education (2022) Vol. 1, Iss. 1, pp. 16-29
Open Access | Times Cited: 6
Towards a new theory of student self-assessment: Tracing learners’ cognitive and affective processes
Nathan Rickey, Christopher DeLuca, Pamela Beach
Metacognition and Learning (2023) Vol. 18, Iss. 3, pp. 945-981
Closed Access | Times Cited: 3
Analysis Effectiveness of Implementation Assessment as Learning on Metacognitive Skills
Aisyah Vynkarini Daniar, Nuniek Herdyastuti, Achmad Lutfi
IJORER International Journal of Recent Educational Research (2023) Vol. 4, Iss. 6, pp. 759-770
Open Access | Times Cited: 3
Feedback and classroom practice
Siv M. Gamlem, Kim-Daniel Vattøy
Elsevier eBooks (2022), pp. 89-95
Closed Access | Times Cited: 3
The essence of formative assessment as a didactic concept of higher education
Svetlana Vyacheslavovna Kodrle, Natalia Romanovna Lopatina
Pedagogy Theory & Practice (2024) Vol. 9, Iss. 3, pp. 169-176
Open Access
Do Students Generate Better Self-Feedback by Comparing their Work Against Assessment Criteria or Exemplars?
Maxine Swingler, David Nicol, Lorna Morrow
(2024)
Open Access
Does Assessment Quality and Assessment Literacy Influence Students' Academic Performance?
Justice Dadzie, Stacy Hughey Surman, Ruth Keziah Annan‐Brew, et al.
SSRN Electronic Journal (2024)
Open Access
Faculty and Students’ Perceptions about Assessment in Blended Learning during Pandemics: The Case of the University of Barcelona
Ana Remesal, Elena Cano, Laia Lluch Molins
Sustainability (2024) Vol. 16, Iss. 15, pp. 6596-6596
Open Access
Investigating behavioral patterns to facilitate performance predictions during online peer assessment through learning analytics approach
Meiling Jin, Qiang Jiang, Weiyan Xiong, et al.
Studies In Educational Evaluation (2024) Vol. 83, pp. 101394-101394
Closed Access
Developing Pedagogical Principles for Digital Assessment
Anžela Jurāne-Brēmane
Education Sciences (2024) Vol. 14, Iss. 10, pp. 1067-1067
Open Access
Exploring the Integration of Social Practice into MOOC Peer Assessment
Meghan Perdue, Jessica Sandland, Aditi Joshi, et al.
(2024), pp. 1-6
Closed Access
Impact of a professional development programme in formative assessment for mathematics teachers
Alejandra Balbi, Micaela Bonilla, Karina Curione, et al.
Professional Development in Education (2024), pp. 1-16
Closed Access
Experiences to Work in the Professors’ Cloisters as a Work Environment that Improves Teaching Practices
Roberto López, Flora Zambrano-Parrales, José Córdova-León, et al.
Lecture notes in networks and systems (2024), pp. 395-403
Closed Access
Investigating relationships among students’ affective, behavioral and cognitive engagement with peer feedback on EFL writing
Haitao Chen, Guangwei Hu
Studies In Educational Evaluation (2024) Vol. 84, pp. 101430-101430
Closed Access
Do students’ beliefs and orientations toward peer feedback predict peer feedback quality and perceptions?
Martin Greisel, Julia Hornstein, Ingo Kollar
Studies In Educational Evaluation (2024) Vol. 84, pp. 101438-101438
Open Access
Effect of Formative Assessment on Student’s Achievement in Secondary Grades in Private Schools of Pakistan
Faiqa Asim
Deleted Journal (2024) Vol. 2, Iss. 1, pp. 27-38
Closed Access
The Role of ePortfolios in Formative Assessment: A Systematic Literature Review
Ezgi Tosik Gün, Bilal Atasoy, Akça Okan YÜKSEL
Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi (2023) Vol. 14, Iss. Özel Sayı, pp. 299-319
Open Access
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